Objectives:

As a result of this lesson, students will be able to:

1. determine the degree of access the average Nicaraguan has access to computers and the Internet.
   
2. evaluate the extent of technology education in Nicaragua.
   
3. Evaluate the role of Internet cafés in Nicaraguan life.
   

back to top

Materials:

1. Student Handout: Accessing the Information Age

back to top

Activities:

1. Begin the lesson by taking a survey of the class.
   
   a. Ask students to raise their hand if they have a personal computer in their home. Take note of the number and write it on the chalkboard.
   b. Ask students to raise their hand if they are taking or have taken a class in school on how to use a computer or on computer applications. Take note of the number and write it on the chalkboard.
   c. Ask students to raise their hand if they have ever used a computer to access the Internet. Take note of the number and write it on the chalkboard.
   d. Ask students to examine the results of the survey and to determine the degree of access they have to computer technology and the Internet. Is access readily available? Why or why not?
   
   
2. On the chalkboard write the number 585.
   
   a. Explain to the class that this number reflects the number of personal computers in the United States per 1,000 inhabitants, according to a published report by the World Bank in the year 2000.
   b. Now write the number 9 on the chalkboard and explain to the class that this number represents the number of computers available in Nicaragua per 1,000 inhabitants.
   c. Ask students to evaluate the difference between the two numbers. How much access does the average Nicaraguan have to computers and the Internet as compared to the average American? To the students in the classroom?
   
   
3. Distribute the student handout entitled Accessing the Information Age.
   
   a. Direct students to read the first section, entitled The Average Family.
   b. Ask students to estimate the possibility that a family whose income was 800 cordobas per month would have enough to buy a personal computer for $1,000 (14,000 cordobas).
   
   
4. Direct students to read the next section, entitled Computers in the Schools.
   
   a. Ask students to compare the opportunities that they have to learn computers to those of the students at Escuela Solidaridad.
   b. Ask students to speculate on how their job opportunities in the future would be affected if they didn’t have access to computer training.
   
   
5. Direct students to read the next section, entitled The Internet Cafés.
   
   a. Ask students to hypothesize why the cafés are mostly used by tourists and university students. Why wouldn’t the average Nicaraguan utilize the cafés?
   b. Ask students to explain the uniqueness of Puerto Café Benjamin Linder.
   
   
6. Direct students to read the final section, entitled Community Agencies.
   
   a. Ask students if they have any similar programs in their communities (YM/WCA, public libraries, etc.) How do such programs benefit the community?
   b. Ask students to assess the difficulties that such a community-based program might face, particularly in such an impoverished area as Subtiava. (Lack of funding for repairs, etc.)
   
   
7. Take another survey of the class by asking students to raise their hand if they have a television in their home. Take note of the number and write it on the chalkboard.
   
   a. Ask students to raise their hand if they have a Nintendo or other video games in their home. Take note of the number and write it on the chalkboard.
   b. Ask students to raise their hand if they have ever gone to a video arcade. Take note of the number and write it on the chalkboard.
   c. Ask students to determine the degree of access they have to of this type of entertainment. Is it readily available? Why or why not?
   
   
8. Ask students to place themselves in the situation of an average Nicaraguan family that earns 800 cordobas per month. What type of access would they have then?
   
   a. Explain that in Nicaragua (in the cities) you will find Nintendo cafés. Like the Internet cafés, children pay a small fee to play Nintendo for an hour.
   b. The Nintendos are used items and are usually sent to Nicaragua by family members living in the United States. The people running the games can make enough to buy more machines and games from the profits.
   c. Also explain that televisions are more common in Nicaragua, but many families do not own one. They are only able to see broadcasts in stores or in public places like bars and restaurants.
   
   
9. Concluding Activity:
   Direct students to write a reflective essay in answer to the following question: “How has technology affected my life? If I lived in Nicaragua, how would my life be different?”